Search results

1

Ke strukturalistické kritice Králových prozodických názorů

100%

Ibrahim R.

Česká literatura (Czech Literature)

|

2007

|

vol. 55

|

issue 5

717-724

EN

An article concerned with the Structuralist critique, particularly by Roman Jakobson (1896–1982) and Jan Mukařovský (1891–1975), of the classical philologist and important theorist of Czech prosody Josef Král (1853–1917). Quoting examples, the author considers the often unjustified criticism by Jakobson and also the differences in Mukařovský’s and Král’s theories of verse. In conclusion, he states that although Král’s methods have been superseded his scholarly works continue to be useful.

2

The Impact of Audio Information Intonation on Understanding Television News Content

80%

Francuz P.

Psychology of Language and Communication

|

2010

|

vol. 14

|

issue 1

71-86

EN

The goal of the research presented in this article is to verify the hypothesis that television viewers have difficulties understanding news content due to inappropriate prosodic articulation used by reporters reading the news. News texts are often read with excessive rhetorical accent and omitting logical accents. Sometimes even the prosodic rules of text segmentation are broken as well. Understanding of news is analyzed in the areas of: (1) appropriately applying words, (2) receiving important, detailed information, (3) synthesis of news content and (4) cause-effect inference. It was found that inappropriate intonation of read news text results in television viewers: (1) being unable to correctly understand the words in accordance with the context of the news content, (2) not remembering the most important details of the news and (3) having problems with pointing out the real causes of events discussed in the news. In addition, it appears that reading of the text by reporters in logical accents and in accordance with the norms of Polish language prosody does not negatively influence the evaluation of news in terms of attractiveness, usefulness and objectivity.

3

Assessing instructional effects of proficiency level EFL pronunciation teaching under connected speech-based approach

80%

Euler S. S.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 4

665-692

EN

This article discusses the assessment of pronunciation instruction under a new approach to pronunciation teaching centered on the role of connected speech in the prosodic system of English. It also offers a detailed discussion of various empirical problems in teaching-oriented L2 pronunciation research and suggests ways of addressing them in intervention studies. A new explanatory sequential mixed-methods design was developed for this study, which was used to assess 10 advanced EFL learners in Germany before and after 13 weeks of instruction. The results revealed co-occurring developments in learners’ use of prosody and connected speech in line with the rationale of the approach. The findings lead to various implications for language teaching and assessment. For future research, ways are suggested to increase the validity and predictiveness of L2 pronunciation research from both empirical and pedagogical perspectives.

4

Pacjent z uszkodzeniem prawej półkuli w pracy logopedy

80%

Patalong-Ogiewa M., Lewicka T.

Logopedia Silesiana

|

2013

|

issue Logoepdia Silesiana nr 2

78-83

XX

A speech and language therapist’s work with a patient with damaged right hemisphere

5

Gehen Vokalverlängerungen mit Fokusakzenten einher?

80%

Molenda A.

Linguistische Treffen in Wrocław

|

2019

|

issue 16

317-328

EN

The aim of this paper is to analyse and to compare the vowel extension in the academic spoken texts in German and Italian. It contains corpus-based analysis of lectures, which were published on web page gewiss.uni-leipzig.de. In this study the function of vowel extension is established. Furthermore, the author of this article has attempted to answer the question, if vowel extensions are accompanied by focus accents.

6

Vzájemné ovlivňování prozódie a syntaxe v překryvech replik

80%

Havlík M., Zaepernicková E.

Naše řeč (Our Speech)

|

2016

|

vol. 99

|

issue 1

33-44

EN

This article presents findings from a study of overlaps in informal conversations between friends. The interaction of prosody and syntax in overlaps is analysed. The findings suggest that although interactants orient themselves to syntactically complete sentences, the relationship between syntax and prosody is rather negligible. Prosody used in overlaps is influenced mostly by the sequential organization of conversation. In many cases, overlaps are not perceived as problematic and as such do not need resolving. Specific prosodic features are applied especially when (i) interactants aim to take over a turn or (ii) when they believe they have the right to speak.

7

Prosodische Markierung von Emotionen im Sport. Eine Fallstudie

80%

Rogozińska M.

Linguistische Treffen in Wrocław

|

2020

|

issue 18

453-463

EN

This study aimed at describing the prosodic features as indicators of marking emotional tone in sports commentary (based on a case study). Selected acoustic parameters of emotional speech were examined (fundamental frequency (F0), intensity and duration of speech segments), as well as their audible correlates (pitch, loudness, and length), and other prosodic phenomena (speaking speed, focal accents, pauses).

8

Wichtige Bemerkungen zu unbeabsichtigten Sprechwirkungen der nichtmuttersprachlichen Vortragenden auf die deutschsprachigen Rezipienten

80%

Molenda A.

Linguistische Treffen in Wrocław

|

2022

|

issue 22

397-401

EN

Effective presentation is a skill wanted by many. This competence is of great relevance for scientific lectures and can be transferred to other speech situations such as student seminar papers or oral presentations. How to achieve the intended speech effects and how to act rhetorically competently is often explained in the scientific literature. However, this monograph is also devoted to the unintended effects of speech, taking into account their causes.

9

Roland Kehreins Ansichten in „Prosodie und Emotionen“ und ihre Anwendung im DaF Unterricht

80%

Radzik A.

Linguistische Treffen in Wrocław

|

2021

|

issue 20

355-364

EN

In coursebooks on German phonetics and phonology the role of prosodic units in the representation of emotional states is presented insufficiently. The monograph “Prosodie und Emotionen” by Roland Kehrein (2002) can be used in GFL lessons as a basis for the analysis and recognition of prosodic phenomena with regard to expression of emotions. This interdisciplinary investigation in the intersection of emotion psychology and prosody gives students the opportunity to familiarize with relevant aspects from both areas. The article presents selected aspects important for the GFL teaching. In the field of emotion research, students get acquainted with emotions as three-sided phenomena (feeling/experience, neuro-psychological reactions, motor-expressive behavior). Furthermore, two approaches to the classification of emotions are analyzed: the categorical and the dimensional use. For the description of emotional utterances dimensional emotion analysis is of great importance. Accordingly, three dimensions – valence, activation and dominance – and the quality: ‘(non-) expectability’ are taken into account. From the field of prosody, students learn the systematic prosody model of German developed by Kehrein, in which the prosodic units with primarily linguistically relevant (syntactic, information-structuring and communication-organizing) functions are described. This model is compared with the classifications presented in traditional prosody research (Trubetzkoy, von Essen). Prosodic units with primarily emotional meanings can be analyzed on that basis. Applying the identified emotion-relevant prosodic units by Kehrein can contribute to the reproduction of emotional qualities as well as to the correct decoding of emotionally charged speech acts in foreign language teaching. Since there are no prosodic patterns for individual emotions, components of meaning are to be analyzed in order to enable casual speech behavior and the reproduction of emotions.

10

Learner corpora and prosody: From the COREIL corpus to principles on data collection and corpus design

80%

Delais-Roussarie E., Yoo H.-Y.

Poznań Studies in Contemporary Linguistics

|

2011

|

vol. 47

26

EN

Studies in L2 intonation and phrasal phonology are interesting not only to understand how second languages (L2) are acquired, but also to get better insights into the phonology of the target language itself. Indeed, clear descriptions are still missing for many intonational and phrasal phenomena; and analysing the speech production of L2 learners may help in analyzing phenomena that have remained unnoticed up to now (e.g. grammatical and prosodic constraints that operate in case of self-repairs, and phonological status of some prosodic events). We propose a close look at a well-designed corpus, as an introduction to this research perspective. The aim of the present contribution is twofold: (i) to present the COREIL corpus, an electronic oral learner corpus that has been designed to study the acquisition of phrasal phonology and intonation in French and English as a foreign language; (ii) to explain the principles used to collect and annotate the data. The data collection protocol is developed to be as modular as possible: for instance, it can be used to gather data produced by children as well as by adults. The protocol is intended as an easy-to-use tool that can be modified by the research community. It allows for a comparison of acquisition processes along several dimensions (L1 vs. L2, differences among L1 learners, etc).

11

French Learners of L2 English: Intonation Boundaries and the Marking of Lexical Stress

80%

Horgues C.

Research in Language

|

2013

|

vol. 11

|

issue 1

41-56

EN

In English, prosodic parameters play a major role at two main levels. First, they indicate the intonation at the level of the utterance by marking the distinction between sentence types (statements vs questions) and they are related - although more or less directly- to the informational and grammatical structures of the utterance. Secondly, prosodic cues also contribute to marking the stress pattern at the level of the word (word stress or lexical stress). Even if it is useful to dissociate these two levels theoretically, when looking at their phonetic implementation in an utterance, it soon appears that the exact same prosodic cues are used (namely fundamental frequency, duration, and intensity). Contrary to what happens in tone languages, there is no pre-set prosodic configuration attached to each word in English. Yet, words in discourse retain a relative accentual independence even though the exact prosodic implementation of word stress depends on the specific intonational context expressed in a given utterance (Pierrehumbert, 1980). In French, stress pertains to the level of the group of words rather than to the individual word, which has no real accentual autonomy. Therefore, it is not surprising that French learners of English are faced with a major challenge: how to ensure the marking of lexical stress while, at the same time, using the same prosodic cues to indicate the intonational structure of the utterance. My hypothesis is that some intonational contexts impose a bigger constraint on French learners of English than others. These particularly challenging contexts are the final position at the boundary of non-final clause, or the boundary of a rising interrogative. Other contexts, like the quotation form or the final position of a statement, are less challenging for the intonational marking of lexical stress. To test my hypothesis, I collected passages of read speech by thirteen upper intermediate/advanced French learners of English along with the same passage read by ten native English speakers. Two trisyllabics carrying primary stress on the second syllable (com'puter, pro'tection) were placed in a series of intonational contexts under observation. The test-words were then extracted and submitted to native English listeners. The perceptual results show that the predicted ‘challenging’ contexts indeed caused substantial instability in the learners’ placement of lexical stress as perceived by native English listeners.

12

Roadrunners and Eagles

80%

Shockey L., Ćavar M. E.

Research in Language

|

2013

|

vol. 11

|

issue 1

97-102

EN

Our previous research on perception of gated casual English by university students suggests that ceteris paribus, Polish students are much more accurate than Greeks. A recent pilot study of casually-spoken Polish leads us to the conclusion that many shortcuts found in English are also common in Polish, so that similar perceptual strategies can be used in both languages, though differing in detail. Based on these preliminary results, it seems likely that perceptual strategies across languages tend towards the “eagle” approach - where a birds-eye view of the acoustic terrain without too much emphasis on detail is found - or the “roadrunner” approach, where phonetic detail is followed closely. In the former case, perceivers adjust easily to alternation caused by casual speech phonology while in the latter, perceivers expect little variation and possibly even find it confusing. Native speakers of Greek are “roadrunners”, since there is little phonological reduction in their language there is little difference, for example, between stressed and unstressed syllables. We suggest that native speakers of Polish join English speakers as “eagles”, which gives them a natural perceptual advantage in English. There is a conceptual similarity between this idea and that of the stress- or syllable-timed language, and we hypothesise that as in this case, there is a cline rather than a sharp division between eagles and roadrunners. As usual, more research is called for.

13

Ikonicita v mluveném rozhovoru

80%

Ogden R.

Naše řeč (Our Speech)

|

2016

|

vol. 99

|

issue 1

2-18

EN

Most studies of iconicity have used decontextualised speech to test whether particular prosodic parameters are hearable as conveying particular types of message. Research into how iconicity functions in conversational data is lacking, partly because those working on conversation have been concerned to explore the social and structural underpinnings of prosody in conversation, while those working on iconicity have tended to do so in using experimental frameworks. In this paper, we review claims about iconicity in literature from phonology and pragmatics, and evaluate these claims through the lens of findings from the study of talk-ininteraction. We will show that many of the claimed functions of iconicity are handled differently in spoken interaction than is assumed in the literature; and that iconicity only provides weak explanations of many attested [form : meaning] mappings in conversation.

14

Backernagel is Wackernagel Lite. On the “P-Minus 2” Clitics of Santali

80%

Hock H. H.

Lingua Posnaniensis

|

2013

|

vol. 55

|

issue 2

67-75

EN

Santali presents structures with subject clitics in “P minus 2” (P-2) position, before the final verb and enclitic on the preverbal element, a position called “Backernagel” by Kidwai (2005). P-2 is commonly considered to lack clear cross-linguistic support; moreover, while generative accounts can accommodate utterance-second position (P2) as adjunction to a left-peripheral projection, they have no ready way of accommodating P -2. The history and synchrony of Munda “P-2” have elicited several accounts. Anderson (2007) considers three possibilities: Reanalysis of Proto-Munda subject proclitics as enclitic; extension of postverbal object clitics to preverbal subject function; attachment of original resumptive pronouns to the preverbal element. I present evidence for a different hypothesis: The Santali Backernagel clitics originate as P 2 or classical Wackernagel elements. A more fine-grained definition of Wackernagel in terms of different prosodic domains (such as utterance/theme vs. rheme) permits the hypothesis that the apparent P -2 is still a W ackernagel position, but within the rheme rather than the entire utterance, and that within the rheme, the prosodically strongest, preverbal-focus element is the most attractive clitic host. I support my account with evidence from Santali and other Kherwarian languages (which offer traces of an original P 2 position) and parallel developments in Iranian (where the different stages in the development can be traced in greater detail). Backernagel, thus, is a subtype of Wackernagel, and there is no need to assume a typologically problematic P -2 position for Munda (or for various Iranian varieties).

15

Roadrunners and Eagles

80%

Shockey L., Ćavar M.

Research in Language

|

2013

|

vol. 11

|

issue 1

97-102

EN

Our previous research on perception of gated casual English by university students suggests that ceteris paribus, Polish students are much more accurate than Greeks. A recent pilot study of casually-spoken Polish leads us to the conclusion that many shortcuts found in English are also common in Polish, so that similar perceptual strategies can be used in both languages, though differing in detail. Based on these preliminary results, it seems likely that perceptual strategies across languages tend towards the “eagle” approach - where a birds-eye view of the acoustic terrain without too much emphasis on detail is found - or the “roadrunner” approach, where phonetic detail is followed closely. In the former case, perceivers adjust easily to alternation caused by casual speech phonology while in the latter, perceivers expect little variation and possibly even find it confusing. Native speakers of Greek are “roadrunners”, since there is little phonological reduction in their language there is little difference, for example, between stressed and unstressed syllables. We suggest that native speakers of Polish join English speakers as “eagles”, which gives them a natural perceptual advantage in English. There is a conceptual similarity between this idea and that of the stress- or syllable-timed language, and we hypothesise that as in this case, there is a cline rather than a sharp division between eagles and roadrunners. As usual, more research is called for.

16

French Learners of L2 English: Intonation Boundaries and the Marking of Lexical Stress

80%

Horgues C.

Research in Language

|

2013

|

vol. 11

|

issue 1

41-56

EN

In English, prosodic parameters play a major role at two main levels. First, they indicate the intonation at the level of the utterance by marking the distinction between sentence types (statements vs questions) and they are related – although more or less directly- to the informational and grammatical structures of the utterance. Secondly, prosodic cues also contribute to marking the stress pattern at the level of the word (word stress or lexical stress). Even if it is useful to dissociate these two levels theoretically, when looking at their phonetic implementation in an utterance, it soon appears that the exact same prosodic cues are used (namely fundamental frequency, duration, and intensity). Contrary to what happens in tone languages, there is no pre-set prosodic configuration attached to each word in English. Yet, words in discourse retain a relative accentual independence even though the exact prosodic implementation of word stress depends on the specific intonational context expressed in a given utterance (Pierrehumbert, 1980). In French, stress pertains to the level of the group of words rather than to the individual word, which has no real accentual autonomy. Therefore, it is not surprising that French learners of English are faced with a major challenge: how to ensure the marking of lexical stress while, at the same time, using the same prosodic cues to indicate the intonational structure of the utterance. My hypothesis is that some intonational contexts impose a bigger constraint on French learners of English than others. These particularly challenging contexts are the final position at the boundary of non-final clause, or the boundary of a rising interrogative. Other contexts, like the quotation form or the final position of a statement, are less challenging for the intonational marking of lexical stress. To test my hypothesis, I collected passages of read speech by thirteen upper intermediate/advanced French learners of English along with the same passage read by ten native English speakers. Two trisyllabics carrying primary stress on the second syllable (com㆐puter, pro㆐tection) were placed in a series of intonational contexts under observation. The test-words were then extracted and submitted to native English listeners. The perceptual results show that the predicted ‘challenging’ contexts indeed caused substantial instability in the learners’ placement of lexical stress as perceived by native English listeners.

17

„verbAndskasten !MÜS!sen wir haben“. Zum argumentativen Potenzial von Prosodie am Beispiel von Einigungsdiskussionen bei Grundschulkindern

80%

Kreuz J., Vera M.

Studia Linguistica

|

2016

|

issue 35

99-118

EN

Prosody has proved to be an important means of contextualising and marking statements as argumentatively meaningful – and therefore persuasively functional – for the process of reaching an agreement in group discussions. This paper shows how primary school children use prosodic devices to mark implicit arguments through accentuation, to compensate for missing reasoning, to enhance the persuasive strength of an argument or to mark collaborative reasoning. In contrast to explicit lexical markers, prosody is understood as an implicit resource, which allows younger children to engage in discussions and to successfully persuade others.

18

Assessing instructional effects of proficiency-level EFL pronunciation teaching under a connected speech-based approach

80%

Euler S. S.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 4

665-692

EN

This article discusses the assessment of pronunciation instruction under a new approach to pronunciation teaching centered on the role of connected speech in the prosodic system of English. It also offers a detailed discussion of various empirical problems in teaching-oriented L2 pronunciation research and suggests ways of addressing them in intervention studies. A new explanatory sequential mixed-methods design was developed for this study, which was used to assess 10 advanced EFL learners in Germany before and after 13 weeks of instruction. The results revealed co-occurring developments in learners’ use of prosody and connected speech in line with the rationale of the approach. The findings lead to various implications for language teaching and assessment. For future research, ways are suggested to increase the validity and predictiveness of L2 pronunciation research from both empirical and pedagogical perspectives.

19

Phonology as Human Behaviour: Clinical Phonetics, Phonology and Prosody

80%

Tobin Y.

Poznań Studies in Contemporary Linguistics

|

2009

|

vol. 45

|

issue 2

327-352

EN

This paper introduces the theory of Phonology as Human Behaviour (PHB); summarises the basic theoretical and methodological tenets of the theory and shows how it has been applied to clinical phonetics, phonology and prosody. The theory of PHB, developed by William Diver and his students of the Columbia School, combines aspects of the "communication factor" inherent in Prague School phonology with aspects of the "human factor" inherent in André Martinet's functional diachronic phonology. The major parameters of the theory are presented according to the Saussurean-based semiotic definition of language as a sign system used by human beings to communicate. The fundamental axiom underlying the theory is that language represents a compromise in the struggle to achieve maximum communication with minimal effort. The major contribution of the theory is that it provides a motivation to explain the non-random distribution of phonemes within the speech signal in language in general and in typical and atypical speech in particular.

20

Eestirootsi keele prosoodia tunnusjooni

70%

Asu E. L.

Mäetagused

|

2017

|

vol. 68

9-26

EN

Estonian Swedish was traditionally spoken on the western coast and islands of Estonia. Nowadays, it is almost extinct, surviving only as a language of occasional communication of some elderly speakers who emigrated from Estonia to Sweden as children during World War II. Estonian Swedish is a typologically interesting variety of Swedish, as it retains a number of archaic segmental features (e.g. Old Scandinavian diphthongs) and has been influenced by its most important contact language, Estonian. The article addresses such aspects of Estonian Swedish prosody as word accents and rhythm. An investigation of the realisation of tonal accents in disyllabic words showed that Estonian Swedish (like Finland Swedish) lacks the lexical pitch accent distinction that is characteristic of Standard Swedish. A comparative study of rhythm in read speech explored the hypothesis that Estonian Swedish may be intermediate between Swedish (as represented by Central Swedish from the Stockholm area) and Estonian. The results showed, however, that the durational values of Estonian Swedish rhythm are very similar to those of Central Swedish.

Refine search results

Ke strukturalistické kritice Králových prozodických názorů

The Impact of Audio Information Intonation on Understanding Television News Content

Assessing instructional effects of proficiency level EFL pronunciation teaching under connected speech-based approach

Pacjent z uszkodzeniem prawej półkuli w pracy logopedy

Gehen Vokalverlängerungen mit Fokusakzenten einher?

Vzájemné ovlivňování prozódie a syntaxe v překryvech replik

Prosodische Markierung von Emotionen im Sport. Eine Fallstudie

Wichtige Bemerkungen zu unbeabsichtigten Sprechwirkungen der nichtmuttersprachlichen Vortragenden auf die deutschsprachigen Rezipienten

Roland Kehreins Ansichten in „Prosodie und Emotionen“ und ihre Anwendung im DaF Unterricht

Learner corpora and prosody: From the COREIL corpus to principles on data collection and corpus design

French Learners of L2 English: Intonation Boundaries and the Marking of Lexical Stress

Roadrunners and Eagles

Ikonicita v mluveném rozhovoru

Backernagel is Wackernagel Lite. On the “P-Minus 2” Clitics of Santali

Roadrunners and Eagles

French Learners of L2 English: Intonation Boundaries and the Marking of Lexical Stress

„verbAndskasten !MÜS!sen wir haben“. Zum argumentativen Potenzial von Prosodie am Beispiel von Einigungsdiskussionen bei Grundschulkindern

Assessing instructional effects of proficiency-level EFL pronunciation teaching under a connected speech-based approach

Phonology as Human Behaviour: Clinical Phonetics, Phonology and Prosody

Eestirootsi keele prosoodia tunnusjooni